Canadian Teacher Education Master's Programs at Medaille College: About the Programs, How to Apply, Frequently Asked Questions

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Canadian Teachers Education

Canadian Teacher <br>Education Programs

The Master of Science in Education (MSEd) program at Medaille College has been welcoming Canadian teacher education students into our programs for more than 25 years. Highly respected on both sides of the border, Medaille’s personalized education program will give you the preparation you need to become a highly skilled teacher.

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APPLY NOWCanadian Teacher Education Information Sessions

 

Canadian Teacher Education Master’s Programs at Medaille

If you were considering a traditional Canadian teachers’ college, studying at Medaille gives you even more: you have the opportunity to become familiar with the U.S. educational system while obtaining your graduate degree. In our Canadian teacher education master’s degree program in New York, you may choose either our Master of Science in Education: Elementary program or our Master of Science in Education: Adolescent program. Both will qualify you to apply for certification in New York State and the Province of Ontario, Canada.

 

Why Choose Medaille: Highlights of Our Canadian Teacher Education Master’s Degree Programs

Choose from two flexible scheduling plans: Two days per week or every other weekend.

Enjoy academic and professional support from Medaille faculty and staff who work closely with students to provide the educational and career encouragement for success.

Work with experienced faculty field supervisors who provide mentorship and truly understand the reality of being in the classroom.

Become savvy at integrating new technologies into the classroom.

Gain eligibility for certification in both Ontario and New York State (NYS).

Ontario College of Teachers

New York State Department of Education, Office of Teaching Initiatives

Immerse yourself in two 8-week student teaching placements to maximize classroom experience and school integration.

Start your program in September or January.

 

Contact Admissions

 

Email: ptgo@medaille.edu

Toll-free: (800) 292-1582

Canadian Teacher Education Program Requirements

Step 1: Liberal Arts and Sciences Requirements
3 credit hours is equivalent to one half-credit course in Ontario

Elementary Education

A baccalaureate degree with a concentration of 30 semester hours of college level credit in one of the liberal arts and sciences

Three credit hours in each of the following (examples are included):

Scientific Processes: Biology, zoology, anatomy, physiology, physics, chemistry, geology, physical, geography

Communication: Speech, writing

Artistic Expression: art history, art appreciation, music history, music appreciation, dance appreciation, theatre appreciation, theatre history, film appreciation.

Information Retrieval: Upon conferral of bachelor degree, this requirement will be met.

History & Social Science: Sociology, cultural studies, history, psychology, anthropology, political science, economics, cultural geography, woman studies, criminal justice

Humanities: Composition, literature, creative writing, linguistics, public speaking, philosophy, ethics, history of religion

At least three credits of language other than English or two years of high school language

Six credit hours in each of the following:

Written Analysis & Expression: composition, writing, English, literature

Mathematic Processes: algebra, geometry, trigonometry, calculus, math for elementary education

Adolescent Education

A baccalaureate degree with a concentration of 30 semester hours in one of the following: English, French, social studies (history), mathematics, biology or chemistry

Three credit hours in each of the following (examples are included):

Communication: Speech, writing

Written Analysis & Expression: Composition, writing, English, literature

Information Retrieval: Upon conferral of bachelor degree, this requirement will be met.

History & Social Science: Sociology, cultural studies, history, psychology, anthropology, political science, economics, cultural geography, woman studies, criminal justice

Humanities: Composition, literature, creative writing, linguistics, public speaking, philosophy, ethics, history of religion

Scientific Processes: biology, zoology, anatomy, physiology, physics, chemistry, geology, physical geography

Mathematic Processes: algebra, calculus

At least three credits of language other than English or two years of high school language

 

Step 2: Education Coursework

Elementary Education Courses (36 credits)

Adolescent Education Courses (27 credits*)

*A comprehensive examination must be written and passed as part of the program completion requirement.

 

Step 3: Student Teaching (6 credits)
Students have the option of student teaching in Ontario or New York State school boards

Elementary
One 8-week placement in grades 1-3
One 8-week placement in grades 4-6

Adolescent
One 8-week placement in grades 7-9
One 8-week placement in grades 10-12

 

Step 4: New York State Teacher Certification Exams
Before getting certified to teach, passage of several New York State Teacher Certification Examinations is required:

Content Specialty Test (CST)
Covers content in the subject or subjects that the corresponding certificate authorizes the holder to teach. Elementary Education students take the Multi-Subject test since they will teach across content areas. Format typically consists of multiple-choice questions and essay.

Educating All Students (EAS)
Evaluates prospective teacher’s readiness to work with diverse student populations, English Language Learners, and students with special needs. Covers prospective teacher’s understanding of home-school relationships and teacher responsibilities.

Education Teacher Performance Assessment (edTPA)
An authentic assessment performed during the student teaching experience, the edTPA asks for evidence of a prospective teacher’s ability to plan lessons, instruct students, and use assessment data to inform instruction.

Suggested Resources to Help You Prepare

New York State Teacher Certification Exams (free outlines of what is covered for each test)

NYSTCE, 4th ed. (Barron’s Publishing Group)

New York State Education Department

Full-length practice exams for some tests can be purchased at nystce.nesinc.com.

 

Step 5: Ontario Certification

Elementary
Upon graduating from Medaille’s Master of Science in Elementary Education program and receiving your initial NYS teacher certification, students will have completed a total of 33 credit hours and will be eligible to apply to the Ontario College of Teachers (OCT) for a provisional teaching certificate that will allow you to begin teaching. Students will have five years to obtain the full 60 credit hours required by OCT for permanent certification. Advancement Courses are offered to help students make up their Additional Qualifications (AQs) to become eligible for a permanent teaching certificate.

Adolescent
Upon graduating from Medaille’s Master of Science in Adolescent Education program and receiving your initial NYS teacher certification, students will have completed a total of 42 credit hours and will be eligible to apply to the Ontario College of Teachers (OCT) for a provisional teaching certificate that will allow you to begin teaching. Students will have five years to obtain a second teachable and the full 60 credit hours required by OCT for permanent certification. Advancement Courses are offered to help students make up their Additional Qualifications (AQs) to become eligible for a permanent teaching certificate.

Master of Science in Education: Elementary Education

42 credits; four semesters (16 months)

Our Master of Science in Elementary Education program is designed for individuals who hold a baccalaureate degree in an area other than education. This program emphasizes critical thinking in the classroom and prepares participants to work with students from varying backgrounds. The program arms you with the tools and knowledge you need to be successful in the field of education — offered to Ontario students for over 25 years, Medaille graduates feel prepared to teach on day one.

Students completing this program will earn a master’s degree in education as well as fulfill requirements for certification to teach in Ontario and New York State at the Elementary level, grades 1-6. Elementary Education (Grades 1-6) corresponds to Primary/Junior (K-6) in Ontario.

 

MSEd Elementary Education Course Descriptions

EDU 500 The Core of Education
This course emphasizes curricular design and instructional planning to address the special developmental and educational needs of students in elementary school. Attention is given
to the common elements of curricular design and implementation and to appropriate planning, instructing, and assessing techniques for meeting the needs of a diverse population of students at differing levels of social, emotional, intellectual, and physical ability. The course examines curriculum and lesson planning on the state, district, school, and classroom levels. In addition, various strategies for interdisciplinary planning and instruction are explored.

EDU 502 Education Methods of Teaching: Math, Science
This course is designed to examine theories of learning and thinking as they interact with the disciplines of science and mathematics in the elementary classroom. Focus is on analysis and implementation of methods, materials, and inclusive strategies to plan, teach and assess mathematics and science in diverse classrooms in alignment with NYS P-12 Learning Standards.

EDU 503 Education Methods of Teaching: The Arts, English, Language Arts and Social Studies
This course examines and analyzes methods, materials, and inclusive strategies to plan, teach and assess creative arts, language arts, and social studies for diverse learners. Attention is given to the common elements of curricular design in planning units, lessons, and assessments that align with NYS P-12 Learning Standards.

EDU 504 Early Field Experience/Seminar: Physical Education, Family/Consumer Sciences
This course introduces students to elementary education through theoretical knowledge, professional dispositions, classroom management, and the importance of building home and school connections. Topics also include how the integration of health, physical education, family/consumer services and career development/occupational studies help to expand the elementary curriculum.

EDU 506 Child Abuse/SAVE Seminar
This course, comprised of two online workshops, satisfies New York State’s requirements for Project SAVE legislation as well as Child Abuse Identification and Reporting.

EDU 507 Dignity for All Students Act Seminar
This coursework or training will address the social patterns of harassment, bullying and discrimination, marginalization and micro-aggressions, including but not limited to those acts based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex as defined in § 11 – Definitions. This training should address these issues from a proactive – rather than a reactive - position and present the “goal” as creating an affirming educational environment for all students through addressing school culture and climate. It will also cover the identification and mitigation of harassment, bullying and discrimination; and strategies for effectively addressing problems
of exclusion, bias and aggression in educational settings. Successful completion of this course will meet the certification requirements in §14(5) of Chapter 102 of the Laws of 2012. This course fulfills the DASA requirement.

EDU 571 Technology for the Elementary Classroom
This course covers various computer-based technologies that are essential to teaching in elementary education. Emphasis is on the development of digital literacy (why, when, who, and for whom), digital skills (what and how) and leadership in the use of “hands-on” information technology with a focus on integrating technology in the elementary curriculum, including children’s literature. Central to the course is engagement in both application and developmental aspects of a wide range of technology tools, culturally responsive teaching strategies, and meeting the needs of a diverse student population, including students with special needs. These experiences prepare teacher candidates to become productive educators and allow them to assist their future students with learning digital literacy and technology skill development. Lessons are aligned with the NYS P-12 Learning Standards.

EDU 577 Student Teaching/Seminar: Career and Occupational Studies
Student teaching provides teacher candidates with a culminating clinical experience consisting of placements, grades (1-3) and grades (4-6). Teacher candidates will gain experience using the New York State P-12 Common Core Learning Standards, and the New York State Learning Standards in each of the content areas. Throughout the experience, teacher candidates will be mentored and evaluated by an Associate Teacher and College Supervisor.

ECI 510 Research in Education (online)*
This online course provides the graduate student with an overview of action research in today’s classroom while navigating through a virtual experience. Emphasis is on the study and application of qualitative, quantitative, and data analysis skills while researching current issues in education at the New York State and local school district levels. Particular areas of focus include state and district procedures, school district websites, and data from state documents such as the New York State Report Card.

ECI 535 Culturally Responsive Pedagogy: Fostering Culturally Inclusive Classrooms
This course examines theoretical and practical issues of diversity in the classroom. In alignment with the New York State Dignity for All Students Act, issues related to race, class, gender, exceptionalities, sexual orientation, religion, weight, bullying/cyber-bullying and language are analyzed. Students are challenged to think critically and analytically about their own beliefs, confronting their opinions with realistic findings and theories. Dialogue centers on the connection between theory, reflection, thoughts, action, and practice.

ESP 600 Foundations of Special Education (online)*
Historical, social, and legal foundations of special education are examined in this course. An overview of the characteristics and instructional needs of individuals with disabilities for children birth through 12 along with issues related to school, community and family collaborations for children with disabilities is emphasized (including Autistic Spectrum Disorders) as identified in the present federal educational disability related legislation. Issues related to school, community and family collaborations for children with disabilities are also examined, including the New York State Learning Standards and Adaptive/Functional Curricula. Emphasis is on trends and legislation which affect the provision of services in school, home, and community settings with a focus on inclusion of individuals with disabilities in home and school settings. Students also study the use of assistive technology in schools.

ECI 610 Transitions from Education’s Roots to the Present
This course covers the various foundations of education. It provides a bridge from the works of past theorists and practitioners to current ideas and innovative teaching procedures of present- day educators. The works of core influential thinkers, such as Socrates, Locke, Dewey, Skinner, Rogers, Piaget, Freire, Giroux, hooks, McLaren, and Gardner are examined.

EDU 693 Elementary Education Portfolio
The purpose of this course is for students to provide documentation of their growth and achievement throughout the Master’s program in Elementary Education. Emphasis is on the creation of a professional portfolio, which includes selection and analysis of specific artifacts representing evidence of knowledge, application and reflective practice in planning, instruction, and assessment in relation to the New York State Learning Standards and other appropriate standards.

EDL 550 Developmental Literacy: Emergence to Fluency
This course examines literacy instruction for the elementary classroom from emergence through fluency. Using the conceptual framework of a balanced literacy program and reflective practice, the elements of reading and writing are discussed, modeled, and practiced. Plans for meeting the needs of a diverse population of students are developed using the New York State Learning Standards.

EDL 650 Assessment and Evaluation of Literacy
This course provides an overview of current practices in the assessment and evaluation of students’ literacy skills for the purpose of planning targeted instruction or providing remediation. A specific emphasis is on administering a repertoire of informal assessment tools and analyzing results in order to identify students’ needs and appropriate methods of instruction.

Master of Science in Education: Adolescent Education

33 credits; four semesters (16 months)

Medaille College’s Master of Science in Education: Adolescent Education (Intermediate/Senior) is committed to the academic and professional preparation of highly qualified teachers through rigorous, integrated coursework. This program is designed for those individuals who have earned a bachelor’s degree with a major in English, French, social studies (history), mathematics, biology or chemistry and now wish to become teachers in that subject area at the 7-12 grade level.

Program graduates will demonstrate the knowledge, skills, professional attitude, character and commitment to the teaching profession congruent with New York State and the Province of Ontario standards for initial certification and long-term professional success.

The Master of Science of Education: Adolescent Education degree leads to certification in the following areas:

Biology, grades 7-12; designed to lead to initial certification in Biology 7-12

Chemistry, grades 7-12; designed to lead to initial certification in Chemistry 7-12 English, grades 7-12; designed to lead to initial certification in English 7-12

French, grades 7-12; designed to lead to initial certification in French 7-12

Mathematics, grades 7-12; designed to lead to initial certification in Mathematics 7-12

Social Studies, grades 7-12; designed to lead to initial certification in Social Studies 7-12

The program is committed to fostering reflective practitioners with demonstrated proficiency in academic content, pedagogy, learning theory and student development. The faculty is dedicated to producing high school teachers who will exhibit intellectual rigor and compassion in the learning environment. By completing the program, students can be recommended for a New York State and/or a Province of Ontario teaching certificate.

Students in the Adolescent Education program will receive one teachable subject and qualify to teach in that subject within the Province of Ontario. The Ontario College of Teachers requires that all adolescent education students upgrade for a second teachable subject within six years. This can be completed by taking Additional Qualification courses approved by the OCT after you obtain your certificate of qualification.

 

MSEd Adolescent Education Course Descriptions

EDU 506 Child Abuse/SAVE Seminar
This course, comprised of two online workshops, satisfies New York State’s requirements for Project SAVE legislation as well as Child Abuse Identification and Reporting.

EDU 507 Dignity for All Students Act Seminar
This coursework or training will address the social patterns of harassment, bullying and discrimination, marginalization and micro-aggressions, including but not limited to those acts based on a person’s actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sex as defined in § 11 – Definitions. This training should address these issues from a proactive – rather than a reactive - position and present the “goal” as creating an affirming educational environment for all students through addressing school culture and climate. It will also cover the identification and mitigation of harassment, bullying and discrimination; and strategies for effectively addressing problems
of exclusion, bias and aggression in educational settings. Successful completion of this course will meet the certification requirements in §14(5) of Chapter 102 of the Laws of 2012. This course fulfills the DASA requirement.

For the following, student takes course corresponding to certification area

EDU 601 Methods in Adolescence Education - English
This course is designed to familiarize teacher candidates in adolescent English education with national and state standards for adolescent English learning. The course provides appropriate instructional strategies, methodologies, and materials necessary for creating a productive teaching and learning environment for all adolescent students, grades 7-12. Particular emphasis is on developing the awareness of the needs of diverse learners, in particular working with students for whom English is a new language, students with disabilities, and students from diverse backgrounds. Lessons are aligned with the New York State P-12 Learning Standards.

EDU 602 Methods in Adolescence Education - French
This methods course focuses on the federal and state standards for foreign language learning. Students focus on communications, cultures, connections, comparisons, and communities with an emphasis on review of current theory for second language acquisition and application of that theory to classroom practice. The course covers principles of learning from which students can draw to make instructional decisions for diverse learners.

EDU 603 Methods in Adolescence Education - Mathematics
This course is designed to provide students with instructional strategies, methodologies and materials necessary for creating a productive teaching and learning environment
for adolescent students, grades 7-12, in mathematics education. The course presents principles of learning from which teacher candidates can draw to make decisions about instruction with an emphasis on diverse learners, including students for whom English is a new language, culturally diverse learners, and students with different learning styles and abilities. The course also provides opportunities for candidates to build and deliver lessons aligned with the New York State Learning Standards.

EDU 604 Methods in Adolescence Education - Biology
This is a practical course detailing activities of biology instruction. Included in these activities are laboratory work, teacher candidate-developed worksheets, teacher candidate- directed discussions, teacher candidate-developed tests, etc. Emphasis is on the nature of scientific understanding and the culture and climate of the classroom. Strategies to ensure educational equity are also addressed. Lessons are aligned with the New York State Learning Standards.

EDU 605 Methods in Adolescence Education - Chemistry
This is a practical course detailing the activities of chemistry instruction. Included in these activities are laboratory work, teacher candidate-developed worksheets, teacher candidate-directed discussions, teacher candidate-developed tests, etc. Emphasis is on the nature of scientific understanding and the culture and climate of the classroom. Strategies to ensure educational equity are also addressed. Lessons are aligned with the New York State Learning Standards.

EDU 606 Adolescent Methods of Social Studies/History
This course provides students with a foundation in current educational theory and practice for teaching the social studies curriculum to middle and high school-level students. Appropriate instructional strategies, methodologies, and materials necessary for creating a productive teaching and learning environment for all students are provided. Emphasis is on diverse learners, including students for whom English is a new language, culturally diverse learners, and students with different learning styles and abilities. The course also provides opportunities for teacher candidates to plan and deliver lessons aligned with the New York State Learning Standards.

EDU 570 Strategic Literacy Instruction for the Diverse Learner: Adolescence
This course focuses on effective differentiation of literacy instruction for the adolescent learner. Content emphasizes a wide-range of research-based literacy instructional approaches and methods to support academic development using data analysis and Response to Intervention. Methods reflecting the development of literacy skills for English Language Learners, cultural diversity, and learning/behavior disabilities are examined.

EDU 600 Curriculum Planning in Adolescent Education
Emphasis in this course is on curricular design and instructional planning to address the special developmental and educational needs of students in secondary school. Attention is given to the common elements of curricular design and implementation and to appropriate planning, instruction, and assessment techniques for meeting the needs of a diverse population of students at differing levels of social, emotional, intellectual, and physical ability. Curriculum and lesson planning are examined on the state, district, school and classroom levels.

EDU 667 Pre-Student Teaching Experience
This course introduces students to adolescent education through theoretical knowledge, professional dispositions, classroom management, and the importance of building home and school connections.

EDU 670 Literacy in the Content Areas
This course prepares the prospective secondary school teacher to integrate effective methodologies for enhancing students’ reading and writing skills into the specific content areas. Content-specific vocabulary, comprehension, and study skills are covered, with a particular emphasis on students for whom English is a new language and students with different learning styles and abilities. Lessons are aligned with the New York State Learning Standards.

EDU 671 Information Technology and Data Analysis
This course provides various computer-based technologies that are essential to teaching in adolescent education. Emphasis is on the development of digital literacy (why, when, who, and for whom), digital skills (what and how) and leadership in the use of “hands-on” technology with a focus on integrating technology throughout the curriculum. Central to the course are engagement in both application and developmental aspects of a wide range of technology tools, culturally responsive teaching strategies, and meeting the needs of a diverse student population, including students with special needs. In addition, the course emphasizes discussion and application of data analysis as it relates to classroom assessment, instruction, and technology. These experiences prepare teacher candidates to become productive educators and allow them to assist their future students with learning and technology skill development.

EDU 677 Student Teaching in Adolescence Education
Student teaching provides teacher candidates with a culminating clinical experience consisting of placements, in the teacher candidate’s specific discipline in grades (7-9) and grades (9- 12). Teacher candidates will gain experience using the New York State P-12 Common Core Learning Standards and the New York State Learning Standards in each of the content areas. Throughout the experience, teacher candidates will be mentored and evaluated by an Associate Teacher and College Supervisor.

ECI 610 Transitions from Education’s Roots to the Present
This course covers the various foundations of education. It provides a bridge from the works of past theorists and practitioners to current ideas and innovative teaching procedures of present- day educators. The works of core influential thinkers, such as Socrates, Locke, Dewey, Skinner, Rogers, Piaget, Freire, Giroux, hooks, McLaren, and Gardner are examined.

ECI 535 Culturally Responsive Pedagogy: Fostering Culturally Inclusive Classrooms
This course examines theoretical and practical issues of diversity in the classroom. In alignment with the New York State Dignity for All Students Act, issues related to race, class, gender, exceptionalities, sexual orientation, religion, weight, bullying/cyber-bullying and language are analyzed. Students are challenged to think critically and analytically about their own beliefs, confronting their opinions with realistic findings and theories. Dialogue centers on the connection between theory, reflection, thoughts, action, and practice.

ESP 600 The Foundations of Special Education
Historical, social, and legal foundations of special education are examined in this course. An overview of the characteristics and instructional needs of individuals with disabilities for children birth through 12 along with issues related to school, community and family collaborations for children with disabilities is emphasized (including Autistic Spectrum Disorders) as identified in the present federal educational disability related legislation. Issues related to school, community and family collaborations for children with disabilities are also examined, including the New York State Learning Standards and Adaptive/Functional Curricula. Emphasis is on trends and legislation which affect the provision of services in school, home, and community settings with a focus on inclusion of individuals with disabilities in home and school settings. Students also study the use of assistive technology in schools.

Admission Requirements

Medaille College Online Application (no fee to apply)

Official high school transcripts (mail)

Official transcripts from all colleges or universities attended (mail)

Statement of Intent (mail or email)
Submit a well-crafted statement describing your reasons for pursuing a teaching career, skills you’ve developed in related professional and/or volunteer experiences that are transferable to teaching, and how Medaille College’s graduate program will prepare you to meet your educational and career objectives.

Résumé (include all professional and/or volunteer experiences; mail or email)

Graduate Testing Requirements (mail)
Applicants are required to take an entrance exam. Several exams are acceptable; talk to your admissions counselor for details. Score reports should be sent to the Graduate Admissions Office.

Interview with faculty on campus

All Canadian transcripts should be accompanied by certified translations, which may be obtained through wes.org (World Education Services).

Applicants whose native language is not English must demonstrate the ability to read, write and understand English by taking a language proficiency exam. Score reports should be sent
to the Graduate Admissions Office. More information about the TOEFL.

 

Please send transcripts to:

Medaille College
Post-Traditional, Graduate and Online Admissions
18 Agassiz Circle
Buffalo, NY 14214
U.S.A

 

OSAP Financial Aid

If you are a Canadian citizen, you can apply for financial assistance through OSAP (Ontario Student Assistance Program). Students complete an electronic online application available at the OSAP website.

For OSAP questions, or to submit the Program Information and Confirmation of Enrollment forms, contact the Registrar’s Office at (716) 880-2365 or registrar@medaille.edu.

 

Foreign Student Information

Federal Immigration and Naturalization laws require that any student studying in the United States whose citizenship is not U.S. must have foreign student status. This applies to students commuting to school from Canada and those taking residence in the United States. To obtain a student visa, a student must meet the following criteria:

Be accepted at Medaille College for full-time study.

Provide financial documentation of ability to pay tuition and fees and living expenses in the U.S. (if applicable). This documentation must come in the form of a letter from a bank (not a statement) and must have the dollar figure in it. Please contact the Admissions office for the total cost of tuition for your program. If you are living in the United States, you must show cost of tuition and living expenses.

Pay the $200 fee to SEVIS when processing the I-20

Remember, the account must be in U.S. funds, so take the exchange rate into account.

This money can be from another source (relative). If that is the case, a letter must accompany the bank letter to the effect that the money is available for your education. This can be in the bank letter or in a separate letter from the individual.

As soon as your financial documentation is received, your I-20 will be produced by Medaille College and mailed to you. It is in effect 30 days before the first day of school. You may not start school without foreign student status. The border will prohibit you from crossing into the United States.

If you are a landed immigrant in Canada but do not hold Canadian citizenship, you must apply for a visa at the U.S. Embassy/Consulate. Please contact Admissions immediately to receive information on this process and be advised that it may take several months to obtain an appointment with the Embassy.

Frequently Asked Questions

Will this program allow me to teach in Ontario?
Yes. Graduates of the program are eligible to apply for New York State and Province of Ontario teaching certification.

Is Elementary Education the same as Primary/Junior?
Yes. The Master of Science in Education leads to Primary/Junior certification in Ontario.

Is Adolescent Education the same as Intermediate/Senior?
Yes. The Master of Science in Education leads to Intermediate/Senior certification in Ontario.

Why does the Adolescent Education program only have one teachable? Don’t I need two teachable subjects to teach in Ontario?
In New York State, education programs generally offer one teachable subject. Graduates can begin teaching their one subject while upgrading to the second subject in Ontario. Upgrading can be completed by taking Additional Qualification courses through the Ontario College of Teachers. Students have up to 6 years to complete the second teachable subject and AQ courses are offered in convenient schedule formats including summer and evening hours. For more information, please visit the OCT website.

Can I do my student teaching in Canada?
Yes, you can complete your student teaching placement in one of 63 Ontario school boards. Student teaching is for approximately 16 weeks. Elementary students complete 8 weeks at the Primary level and 8 weeks at the Junior level. Adolescent students complete 8 weeks at the Intermediate level and 8 weeks at the Senior level. For those 16 weeks, you stay in Ontario and will not need to come to the Buffalo campus unless you choose to do so.

What criteria is used to determine admission into the program?
Your admissions decision will be based on your grades from university, statement of intent, work/volunteer experience, and interview with a faculty member. Consideration will be given to a candidate’s maturity, motivation, aptitude for graduate study, and commitment to the teaching profession

I have not taken all the liberal arts and science courses. Can I still be admitted to the program?
Yes. To qualify for the elementary program you must have a bachelor’s degree (3 or 4 year). To qualify for the adolescent program you must have a bachelor’s degree AND meet 21 of the 30 hour requirement for your teaching concentration. Any outstanding requirements can be completed prior to enrollment or while a student is at Medaille.

What courses count towards the liberal arts and science requirement?
Some high school, grade 13, college and university coursework will be reviewed.
What is a semester hour or credit hour?
A semester or credit hour can be explained in terms of full-year and half-year courses.
6 semester/credit hours = 1 full year (full credit)
3 semester/credit hours = 1 half year (half credit)

Do I need to apply for both New York and Ontario teaching certification if I want to teach in Ontario?
Yes, it is a requirement that Canadian students enrolled in a teacher education program in the State of New York apply for and receive a NYS teaching certificate as well as apply to the Ontario College of Teachers for an Ontario teaching certificate.

Can I teach in the United States with New York State teacher certification?
Yes, with New York State teacher certification you can apply to work in schools in 43 of the U.S. states. Some students choose to gain work experience in the U.S. before applying for teaching jobs in Ontario. Many students choose to work in Ontario only. For information on immigration issues related to working in the United States, contact the Office of Student Teaching and Certification.

Is OSAP or any other financial aid available?
Medaille provides a 20% tuition reduction for all Canadian Teachers’ Program students. Additionally, if you are a Canadian citizen you can apply for OSAP (Ontario Student Assistance Program). Obtain an OSAP application here. Your Admissions Counselor can answer additional questions.

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Medaille’s Master of Education Program Testimonials

“After my first week of class there was no doubt in my mind that I had chosen the right profession. The profs are enthusiastic, and the classes are all practical, hands-on learning. You will be introduced to an incredible amount of new ideas and resources, have the opportunity to create and teach lessons, and re-experience learning from a student’s point of view. I’m glad that I chose Medaille, and going into my placements, I feel confident and prepared.”

— Angela Andrews, Master of Science in Education at Medaille College

“When I was searching for a place to be educated as a teacher I was concerned about the class schedule fitting into my life. Medaille was ideal, as the weekend classes allowed me to continue working at my fulltime position allowing me to continue supporting my family. The curriculum at Medaille requires hard work but is very hands on in relation to current educational practices and allowed for personal contribution.”

— Patrick J. Valeriote, Master of Science in Education at Medaille College

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